Identify your orientation to learning theory and what you understand that orientation to mean. Include an introduction and conclusion in your paper.

LINKING THEORY AND PRACTICE: TRADITIONAL LEARNING THEORIES

Overview
By completing this assignment, you will explore your personal orientation to teaching and learning.

You will identify this orientation with traditional learning theories and clarify it by imagining learning tasks aligned to it.

Instructions
Start by completing this week’s Interactive Learning Module: Connecting Traditional Learning Theories to Practice, if you have not yet done so.

In this activity, you will make choices within specific situations and will be shown how your choices align with traditional learning theories.

You will also reflect on your results and propose learning tasks for each of the scenarios. Use the results of the activity to frame your approach to this assignment.

You may wish to download your results and the transcript for the activity to reference as you complete the assignment.

For your assignment, write at least one well-developed paragraph for each of the categories of learning activities presented in the Connecting Traditional Learning Theories to Practice module, identifying and explaining your choices and the representative learning tasks you imagined.

Also, in these paragraphs, identify your orientation to learning theory and what you understand that orientation to mean. Include an introduction and conclusion in your paper.

Additional Requirements
References: Support your assertions with references to current, scholarly resources.

You may use your texts as additional references.
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting:

Resources and citations are formatted according to current APA style and formatting guidelines. See Evidence and APA.
Length: 2–3 typed, double-spaced pages.
Font and font size: Times New Roman, 12 point.

What strategies have you observed that have hindered or helped students to generate meaningful questions that develop their mathematical thinking?How will these observations affect your future practice?

ANSWER STUDENTS RESPONSE FROM TOPIC 2 DQ1 AND TOPIC 2 DQ2 WITH 100 WORDS AND ONE SCHOLAR REFERENCES. THESE ARE SEPARATE ASSIGNMENTS AND SHOULD HAVE THERE OWN REFERENCCES PAGE. YOU MUST INCULDED THE TITLE IN THE TOPIC SO I CAN INDENTIFY THE ASSIGNMENT . WHEN RESPONSING TO STUDENTS SAY HELLO AND USE THE STUDENT NAME.

Topic 2 DQ 1 SPD–570
Through your field experiences in this program, what strategies have you observed that have hindered or helped students to generate meaningful questions that develop their mathematical thinking?How will these observations affect your future practice?

Describe how to generate questions for students while addressing a variety of levels and capabilities of mathematical thinking in an inclusion setting. Explain your choices.

Identify and critically discuss the main themes that emerged from a case discussed in Adult Group Clinical Supervision and relate these to promoting and developing resilience in care provision.

Reflection on a bad communication and interpersonal skill

A written reflection of a practice experience or case that was discussed in one of the clinical supervision groups. (2000 words)
Learning Outcomes

The learning outcomes that should be addressed by this assignment are :

1. Demonstrate a critical awareness of the professional and leadership relevance of group clinical supervision.

2. Identify and critically discuss the main themes that emerged from a case discussed in Adult Group Clinical Supervision and relate these to promoting and developing resilience in care provision.

3. Analyse aspects of their own learning and developing ability to reflect and be reflexive through the process of group clinical supervision.

Reflection is an important and powerful strategy for you to use to develop your professional practice.

It enables the linking of practice experience with theoretical aspects of learning to help you to develop, moving from novice to skilled practitioner.

Reflection should enhance self-awareness, identifying personal strengths and the areas to focus on for development.

Theory helps to direct that new learning by providing relevant knowledge. Critically viewing both ourselves and new knowledge is very important.

Consider the knowledge that you have acquired, the skills you have developed and feelings you have about different situations that you have encountered and about your own development.

What is described as the principal threat to biodiversity as the global economy and human population grows? Is economic growth necessarily bad for our planet? What points suggest that economic growth can benefit biodiversity?

SLP 2

You learned about the negative impact of economic growth and human utilization of resources that can lead to global climate change and extinction.

In your Case Assignment, you reviewed many pieces of evidence and developed your own conclusions about the relationship between human activities and global climate change.

Now review the conclusions that have been drawn by NASA regarding this information at NASA Climate Part I:

A Closer Look at the Evidence For the first part of this assignment, answer these questions using the NASA website: Describe the graph on the NASA website.

What does it show us about the concentration of CO2 in the atmosphere? According to the following site (the United Kingdom's

National Meteorological Service), what recent event contributed to the rising carbon dioxide levels? Met Office The supporting data on climate change are grouped into different categories on the NASA website.

How are these groups labeled? Is there agreement on these categories between the NASA website and the UK website (Met Office).

If not, how do they differ? Select the “Effects” tab at the top of this web page: https://climate.nasa.gov/evidence/.

Summarize the effects of climate change listed here in one paragraph.

Be sure to address the effect of climate change on our weather and water resources.

Part II: How Can Economic Growth Become Part of the Solution?

Read the following article then answer the questions below: Saltre, F. & Bradshaw, C. (2019). Are We Really in a 6th Mass Extinction? Here’s the Science.

Science Alert. https://www.sciencealert.com/here-s-how-biodiversity-experts-recognise-that-we-re-midst-a-mass-extinction Now answer the following questions regarding economic growth and climate change discussed in this article in paragraph format.

How does economic growth negatively impact other species?

What is described as the principal threat to biodiversity as the global economy and human population grows? Is economic growth necessarily bad for our planet? What points suggest that economic growth can benefit biodiversity?

Conclude your summary by drawing connections between economic growth, climate change, habitat loss, and biodiversity. Required Readings: https://climate.nasa.gov/evidence/ https://www.metoffice.gov.uk/weather/climate-change/causes-of-climate-change https://climate.nasa.gov/evidence/

How can you use the models that are presented?How can you think about innovation and pathways for the future?

CSR: Business and Society

Read carefully ALL the attached instructions/outline for the paper, as well as literature attached.

The examples given in the “Exam paper Checklist” attached is by no means exhaustive, and are serving to give a basic idea of what you want to research.

You can choose any kind of topic that is going to LINK BACK TO THE IDEA OF:

– What’s the roles of firms in the society?
– How can you use the models that are presented?
– How can you think about innovation and pathways for the future?

Kindly, think primarily about scope, relevance and interest to yourself.

Discuss how this focus is reflected in the firm’s organizational structure (e.g., elements of its value chain, composition of top management team, allocation of resources).

Assignment: This assignment has two (2) primary parts:

Identify a firm and describe whether it tends to have a more exploration or exploitation focus (1/2 page, single-space, 12 pt Times New Roman, 1-inch margin)
Discuss how this focus is reflected in the firm’s organizational structure (e.g., elements of its value chain, composition of top management team, allocation of resources). (1/2 page, single-space, 12 pt Times New Roman, 1-inch margin)

Background: Long-term firm survival in changing environmental conditions requires firms to balance competing organizational learning perspectives of exploration or exploitation (March, 1991). Organizational learning is a process that involves converting a firm’s past experiences into knowledge, which can be then be leveraged to make intelligent changes that can affect the firm’s performance. Firms with an orientation for exploration tend to emphasize the creation of new ideas, and pursuit of novelty, such as entering new product-market domains or services.

Firms with an orientation for exploitation tend to focus on refining existing products, services and technology (He & Wong, 2004). Most firms do both to some degree, and firms face a challenge in balancing between exploitation focused on seeking current revenue streams that can sustain the firm in the short-term, and exploration focused on seeking future revenue streams that can sustain the firm in the long-term when the environment is no longer the same as today.

Exploration spends resources on activities that have a high chance of failure, or circumstances without a clear return on the investment. However, only considering exploitation risks being the best, but last buggy whip manufacturer. The challenge of balancing exploration and exploitation is compounded, because firms develop different competencies for either orientation (Jansen et al., 2009) that influence investment decisions, or what becomes a priority.

Again, an exclusive focus on either mode of learning can be detrimental. For example, pure exploitation can contribute to product obsolescence, when the environment changes, and simply pursuing exploration can lead to a cascade of experiments that do not leverage existing knowledge (Weeks & Galunic, 2003).

A recognized way to balance demands for exploration and exploitation is by leveraging organizational structure within an organization. Specifically, organizations can retain some earnings to ensure that they have excess cash and have additional employees than are currently needed.

Just like having considerable excess ‘cash’ in your checking account at the bank, it can seem wasteful, but having these resources available can allow for ‘slack’ when adapting to change or when new opportunities emerge (Bentley & Kehoe, 2019). Slack can also facilitate a firm being able to balance the competing orientations for exploration and exploitation.

This relates to managers of different business functions (e.g., finance, human resources, marketing, R&D, manufacturing, etc.) having different perspectives that influence how they interpret information (Dearborn & Simon, 1958; Sorenson, 1999). For example, product development functions might have tendency to emphasize exploration and accounting functions might emphasize exploitation.

As a result, it is important to have managers from different functional departments working towards a similar strategy. For example, not having all functions represented in a firm’s decision-making is associated with organizational decline (D’Aveni, 1989) that can result from an overemphasis on one function.

For example, one of the reasons behind General Electric’s recent troubles was an over emphasis on finance (Colvin, 2018).

Meanwhile, even though Apple has outsourced manufacturing, Lenovo (sells PCs) views retaining manufacturing and other functions as a source of its success (Chao, 2012).

This reflects research suggesting that cross-functional teams facilitate innovation by allowing knowledge exchange (Carmeli & Gittel, 2009; Kessler & Chakrabarti, 1996).

At a personal level, career progression as a manager may depend on having experience in multiple business functions, as it provides a more comprehensive view of a business (Calori, Johnson & Sarnin, 1994).

How do you know when you need to add one or more multiple bonds to complete a Lewis structure?

N/A

1. What is the difference between a single bond and a multiple bond? (5 points)

2. Why is the ability to draw a Lewis structure considered a core chemistry skill? (10 points)

3. Draw the Lewis structure for hydrogen, the simplest molecule and explain the drawing. (10 points)

4. Draw the Lewis structure for PCl3, phosphorus trichloride, the chemical used commercially to prepare insecticides and flame retardants. Explain the drawing. (10 points)

5. Draw the Lewis structure for HCN, which has a triple bond. Explain the drawing. (10 points)

6. How do you know when you need to add one or more multiple bonds to complete a Lewis structure? (5 points)

Chemistry: An Introduction to General, Organic, and Biological Chemistry Textbook

Explain the importance/relevance of this topic to the food industry, which could include the following aspects: • Economy / market trends • Environment / sustainability • Product quality • Health / nutrition / society • Availability / globalisation / legislation

Food Business development

Assessment TOPIC

Research and report on a current issue/development/challenge/opportunity in the food industry from a FOOD INDUSTRY PERSPECTIVE
1. Describe the general and specific contexts surrounding this topic
2. Explain the importance/relevance of this topic to the food industry, which could include the following aspects: • Economy / market trends • Environment / sustainability • Product quality • Health / nutrition / society • Availability / globalisation / legislation
3. Review different strategies/applications employed in academia/industry regarding this topic and their advances/limitations in relation with the points described in
2. 4. Expand on the possible future issues/developments/challenges/opportunities related to this topic
5. If possible suggest innovative ideas related to this topic
6. References: trade magazines, food product specifications, patents, academic books, academic papers… Example: New Food Magazine https://www.newfoodmagazine.com/

Role extension/development for radiographer/technologist: Investigate critically an area of practice that is advancing/developing.

Role extension/development for radiographer/technologist

Description

Investigate critically an area of practice that is advancing/developing.

Possible areas that might be explored include Technologist/Radiographer led stress testing, Technologist/Radiographer performed image reporting, Technologist/Radiographer performed prescription, supply and administration of drugs or the impact that hybrid imaging has had on practice.